Restricted Research - Award List, Note/Discussion Page

Fiscal Year: 2021

180  University of North Texas  (84476)

Principal Investigator: Jones,Martinque Karee

Total Amount of Contract, Award, or Gift (Annual before 2011): $ 256,432

Exceeds $250,000 (Is it flagged?): Yes

Start and End Dates: - 8/31/23

Restricted Research: YES

Academic Discipline: Psychology

Department, Center, School, or Institute: College of Lib Arts & Soc Sci

Title of Contract, Award, or Gift: Collaborative Research: ECR EIE DCL: The Development and Validation of a Scale to Assess Epistemic Exclusion in Minoritized and Non-Minoritized STEM Faculty

Name of Granting or Contracting Agency/Entity: National Science Foundation
CFDA Link: NSF
47.076

Program Title: N/A
CFDA Linked: Education and Human Resources

Note:

1.1.1 (SAM); IRB Protocol #IRB-2531; Although there is increasing recognition that diversity among STEM faculty can lead to a number of desirable outcomes for student learning, scholarly knowledge production, and innovation, efforts to recruit and retain more women and faculty of color have had limited success. This project will examine whether epistemic exclusion, a form a scholarly devaluation, may create a barrier to the full inclusion and participation of women and faculty of color in STEM. Epistemic exclusion is the devaluation of certain types of scholarship that occurs when invisible biases in systems of evaluation are coupled with prejudice toward and negative stereotypes about underrepresented groups (e.g., women, people of color). Because faculty members’ career outcomes (e.g., promotion, tenure, turnover intentions) are determined by how well they meet evaluative standards, bias in systems of evaluation that disproportionately harm women and faculty of color may impede their retention and advancement in academia. To examine this novel form of workplace mistreatment, we will continue our existing efforts to create and validate a scale assessing faculty epistemic exclusion. Scale construction will involve four steps with item refinement following each: 1) item generation based on deductive methods (i.e., theory) and inductive methods (i.e., our preliminary qualitative research on mechanisms of epistemic exclusion); 2) expert feedback from our advisory board; 3) cognitive pretesting of a preliminary set of scale items among 20-28 diverse STEM faculty; and 4) pilot testing of the revised scale among 600 diverse STEM faculty to establish its validity and reliability.

Discussion: No discussion notes

 

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